ABSTRACT
The article discusses the features of the transition of Russian education to distance learning. The most common problems that have arisen in connection with the new training format have been identified. The need to assess the compliance and readiness of educational organizations, teachers, students and their families to introduce a distance learning regime is indicated. In connection with this need, the importance of conducting a set of monitoring studies related to various socio-economic mechanisms for the implementation of e-learning and distance learning technologies, including models of financial, economic and resource support for distance learning at the level of the constituent entities of the Russian Federation, educational organizations, teachers, students and their families in the context of the transition to the specified format of classes. The results of the analysis of a complex of monitoring studies on the socio-economic mechanisms of the implementation of e-learning and distance learning technologies of various target groups are considered. Studies of strategies / models / organizational forms of ensuring the implementation of e-learning were carried out, an assessment of the financial, economic, methodological and resource support of distance learning at the level of regions, educational organizations and families was carried out, possible ways of forming an ecosystem of the digital economy in the general education system at the regional level were determined, studying the current conditions for ensuring the implementation of e-learning and the use of distance learning technologies in the context of the region, educational organization and family, assessed the level of the teacher's skills in working in the context of the implementation of e-learning and the use of distance learning technologies in the educational organization, as well as assessing the degree of parental satisfaction with the quality of educational process in the context of the implementation of e-learning. The advantages and disadvantages of the transition of educational organizations to distance learning are noted.
KEYWORDS
monitoring research, distance learning, educational process, analysis, digital economy, digital educational resources, distance educational technologies, educational organizations
